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Record W2252900345 · doi:10.1080/09524622.2016.1138416

Estimating repertoire size in a songbird: a comparison of three techniques

2016· article· en· W2252900345 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

affAt least one author lists a Canadian institution in the pinned OpenAlex snapshot.
fundA Canadian funder is recorded on the work.

Bibliographic record

VenueBioacoustics · 2016
Typearticle
Languageen
FieldEnvironmental Science
TopicAvian ecology and behavior
Canadian institutionsMemorial University of NewfoundlandUniversity of Windsor
FundersNatural Sciences and Engineering Research Council of CanadaCanada Foundation for InnovationGovernment of OntarioUniversity of Windsor
KeywordsSongbirdRepertoireComputer scienceGeographyBiologyEcologyPhysicsAcoustics

Abstract

fetched live from OpenAlex

Many animals produce multiple types of breeding vocalizations that, together, constitute a vocal repertoire. In some species, the size of an individual’s repertoire is important because it correlates with brain size, territory size or social behaviour. Quantifying repertoire size is challenging because the long recordings needed to sample a repertoire comprehensively are difficult to obtain and analyse. The most basic quantification technique is simple enumeration, where one counts unique vocalization types until no new types are detected. Alternative techniques estimate repertoire size from subsamples, but these techniques are useful only if they are accurate. Using 12 years of acoustic data from a population of rufous-and-white wrens in Costa Rica, we used simple enumeration to measure the repertoire size for 40 males. We then compared these to the estimates generated by three estimation techniques: curve fitting, capture–recapture and a new technique based on the coupon collector’s problem. To understand how sampling effort affects the accuracy and precision of estimates, we applied each technique to six different-sized subsets of data per male. When averaged across subset sizes, the capture–recapture and coupon collector techniques showed the highest accuracy, whereas the curve fitting technique underestimated repertoire size. Precision (the average absolute difference between the estimated and true repertoire size) was significantly better for the capture–recapture technique than the coupon collector and curve fitting techniques. Both accuracy and precision improved as subset size increased. We conclude that capture–recapture is the best technique for estimating the sizes of small repertoires.

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: Observational
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.071
Threshold uncertainty score0.714

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0010.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.020
GPT teacher head0.279
Teacher spread0.259 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it